School: Navotas National High School Grade level: Seven
LESSON PLAN Learning Area: Science
Name: Steven Z. Abon
Date: March 06, 2026 Quarter Fourth: Earth and Space
I. OBJECTIVES
A. Content Standard: The learners learn that sunlight is the Earth’s external source of energy.
B. Performance By the end of the quarter, learners use reliable scientific information to identify and explain how solar energy influences the
Standard atmosphere and weather systems of the Earth and use such information to appreciate and explain the dominant processes that
influence the climate of the Philippines.
C. Learning Explain how energy from the Sun interacts with the atmosphere.
Competencies Lesson Objectives:
and objectives 1. Describe the different layers of the atmosphere,
2. Create and present a visual representation (e.g., a model, poster, or interpreting data) of the Earth's atmospheric layers,
accurately showing their characteristics, variations in temperature and altitude, and how they interact with solar energy.
3. Appreciate the importance of the atmosphere as the Earth’s protective layer.
D. Content Topic: The Earth’s Atmosphere
II. TEACHING AND LEARNING PROCEDURE NOTE TO THE TEACHER/OBSERVERS
A. Activating Prior Routinary Activities: The teacher must briefly explain why
Knowledge each statement was considered as Real
Greetings, Prayer, Checking of Cleanliness and Attendance, Class Rules or Fake.
Recap Activity: Sun Rise, Sun Set: Real or Fake!
The learners will raise a sunrise if the given statement about the Sun is a fact and a sunset The teacher may share this fun
if it is bluff. fact with the learners before the next
activity.
REAL STATEMENT FAKE
“On average, it takes
approximately 8 ⅓ minutes or 500
The sun is the center of our solar system.
seconds for solar energy to reach the
top of Earth's atmosphere. Covering an
The Sun moves around the Earth. approximate distance of 149 million
The Sun is the biggest star in the universe. kilometers through space, this energy
reaches the top layer of Earth's
Without the Sun, life on Earth would not
atmosphere. Solar energy propagates
survive.
in waves from the Sun, traveling at the
The Sun’s UV rays are harmless and can never speed of light as electromagnetic
damage skin. radiation within the vacuum of space. “
B. Establishing 2. Lesson Purpose Self-Assessment This activity will assess the learners'
Lesson Purpose
Instruct the learners to read the statement and assess their skills and knowledge level of understanding and
using the sunrise, sunset, and cloud popsicle stick. Ask them to raise their popsicle confidence about the lessons.
sticks with an appropriate astronomical phenomenon that describes their skills and
understanding of the concepts before the lesson.
Statements Before the After the
lesson lesson
I CAN describe the different layers of the
atmosphere.
I CAN create and present a visual representation
(e.g., a model, poster, or interpreting data) of the
Earth's atmospheric layers, accurately showing their
characteristics, variations in temperature and
altitude, and how they interact with solar energy.
I CAN appreciate the importance of solar energy in
sustaining Earth’s climate by reflecting how it
affects everyday life and by sharing ideas on how
solar energy can be used wisely and responsibly.
2. Unlocking Content Vocabulary
Tbhis activity will unlock the
Before proceeding to the next lesson let’s have a game activity called RAMPANALO.
knowledge of the learners about the
Instruct the learners about the game mechanics and the procedure. Then present a
definition on the screen and ask the students to identify the correct answer that layer of the atmosphere.
describes the layer of the atmosphere.
(The teacher will present the
presentation on the screen)
Developing and Deepening [Link] Activity
Understanding Differentiated Group Activity (Flipped Classroom)
The teacher will ask students to prepare their group presentation in Note: Group Presentation
front of the class and remind them of the things and materials they
should have before each presentation.
Group Presentation (Differentiated Group Activity) The teacher will remind each group how they
Group Assignment: will be graded by presenting the rubric.
Group 1: INTERPRETING DATA EARTH’S ATMOSPHERE (Logical-
Mathematical)
Group 2: MODEL OF THE LAYERS OF ATMOSPHERE (Spatial-Visual)
Group 3: NEWS CASTING (Linguistic)
Group 4: Chant & Dance (Bodily-Kinesthetic)
2. Lesson Discussion
Ask the learners to come to the front to attach the correct word that describes
the layer of the atmosphere.
1. Troposphere
2. Stratosphere
3. Mesosphere
4. Thermosphere
5. Exosphere
Making Generalization 1. Learners’ Takeaway
The learners will complete the sentence clause by choosing the correct answer from
the given word bank. Answer Key:
1. atmosphere
2. troposphere
The 1) ______________ is composed of gases that surround the Earth, providing oxygen for life
and protecting the planet from harmful solar radiation. The 2)__________ is the lowest layer 3. stratosphere
of the atmosphere, where weather phenomena occur, while the 3)__________ is above it and 4. mesosphere
contains the ozone layer. Next, the 4)__________ extends higher into the atmosphere, where 5. thermosphere
temperatures decrease with altitude. The 5)__________, located above the mesosphere, 6. exosphere
contains charged particles and is responsible for auroras. Finally, the outermost layer, the 7. decrease
6)__________, gradually transitions into outer space. As altitude increases in the atmosphere, 8. increase
temperatures generally 7)__________ in the troposphere, 8)__________ in the stratosphere due 9. decrease
to the presence of the ozone layer, then 9)__________ again in the mesosphere, and finally 10. increase
10)__________ in the thermosphere due to absorption of solar radiation.
Optional: Teachers may use online tools or
applications to present the learners’
WORD BANK takeaways.
atmosphere troposphere stratosphere mesosphere
thermosphere exosphere decrease increase
2. Lesson Purpose Self-Assessment
Instruct the learners to read the statement and assess their skills and knowledge
using the sunrise and sunset flash card . Ask them to raise their flash card with an
appropriate astronomical phenomena that describes their skills and understanding of
the concepts after the lesson.
3. Valuing
Activity: What Can You Do?”
1. The teacher asks students to read the situation below and answer the processing
question provided.
Situation: The troposphere (the air layer we live in) is suffering from climate change.
Your town is now experiencing dangerous extreme heat and more frequent, heavy
flooding rains. These weather changes directly threaten people's health and safety,
especially the elderly and those living near rivers.
Question: Given this situation, as a student, what simple actions can you take in your
daily lives—at home or in school—to help protect the atmosphere and reduce the
effects of climate change?
Students share their ideas verbally, providing examples.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating Formative Assessment
Learning 1. Which atmospheric layer protects Earth from most harmful ultraviolet (UV) radiation? 1. B
A. Troposphere 2. B
3. B
B. Stratosphere✔️
4. C
C. Mesosphere
5. C
D. Thermosphere
2. Which layer of the atmosphere is closest to Earth's surface and is where weather
occurs?
A. Stratosphere B. Troposphere ✔️ C. Mesosphere D. Thermosphere
3. Which part of Earth’s system receives energy directly from the Sun?
A. Core
B. Atmosphere✔️
C. Mantle
D. Inner core
4. Which of the following is an effective way to harness solar energy responsibly?
A. Using fossil fuels to generate electricity
B. Relying solely on non-renewable energy sources
C. Installing solar panels to generate clean electricity ✔️
D. Burning wood for heat instead of using renewable energy
5. What is the main reason Earth is warm enough to support life?
A. Heat from volcanoes
B. Reflected moonlight
C. Energy from the Sun✔️
D. Ocean currents only
Group Presentation
CRITERIA 4- EXCELLENT 3- GOOD 2- DEVELOPING 1- BEGINNING
Show a complete and
Content Shows mostly correct
accurate explanation of Shows partial
understanding with Shows little understanding
concepts about the Sun understanding
minor errors
and atmosphere.
Clarity of Presentation Ideas are very clear, Hard to understand
Mostly clear and Some parts unclear or
organized, and easy to
organized disorganized
understand
Creativity & Effort Output is highly creative, Minimal creativity and
Shows creativity and Some creativity but
engaging, and shows
effort limited effort
effort
strong effort
Teamwork & Participation All members actively
Most members Few members Only one or two members
participated and
participated participated worked
cooperated
Task Completion Followed all
Followed all instructions Completed some Did not complete the task
instructions and
and completed all parts parts
completed all parts
Scoring Guide
● 17–20 = Outstanding
● 13–16 = Very Satisfactory
● 9–12 = Satisfactory
● 5–8 = Needs Improvement
Prepared by:
STEVEN Z. ABON
Practice Teacher
Observed by:
VERONICA A. CANE
Cooperating/Critique teacher
LEOMEL C. RAMOS
Master Teacher I, Science Dept
ANIKA DANA J. SENGCO
Assistant School Head Designate